Lessons & Activities Search
Title |
MIT Course | Preview | Type of Activity | Instructional Approach | Content Area | SDG |
|---|---|---|---|---|---|---|
| Final Project | Climate Change Seminar |
Each student is expected to research, present, and write-up a final project. The presentations will be about 15 minutes long and take place during the last three class sessions. The final project write-up should be about 15 pages long (other formats possible for non-standard projects—see instructor for permission). |
Project | Inquiry-Based Learning | Varies | SDG 17 - Partnerships for the Goals |
| Final Project | Data Storytelling Studio: Climate Change |
Read the final project requirements. Think about what topic, datasets, and output technique you want to explore for your final project. This could be building on one of the sketches you did before, or starting something new. |
Varies | Collaborative, Small Group Learning | Data Visualization | SDG 15 - Life on Land |
| Final Project | The Art and Science of Negotiation |
The final project for class is a group project. It should, in the most general sense, explore in-depth an issue or problem in negotiation that interests you. As a starting point, you should be able to say what your point of departure is. |
Paper | Collaborative, Small Group Learning | Negotiation | SDG 16 - Peace, Justice & Strong Institutions |
| Final Presentations (Ethics in your Life) | Ethics In Your Life: Being Thinking Doing (or Not?) |
During the last two classes of the term, each student will give a 5–7 minute presentation on their own ethical perspective, as developed over the course of the term. The presentation should begin with a clear statement of your question or topic and its ethical significance, and then explain how your thinking on the topic has progressed over the semester. We are looking for you not to just state your opinion on a question, but to think about it in some depth and show us how your line of thought has changed over the course of your investigation. If you've changed your mind on the question, great; but if you haven't changed your mind, that's fine too. If you don't have a settled opinion and are still unsure what to think, even better! We just want to hear how you've engaged with alternative points of view on the question and what you've learned from doing so. |
Presentation | Inquiry-Based Learning | Social Studies | SDG 17 - Partnerships for the Goals |
| Final Presentation | D-Lab II: Design |
The Final Presentations will take place at the MIT Museum on the Saturday before our last week of class. The schedule of the event will be as follows:
|
Presentation | Experiential Learning | Design | SDG 15 - Life on Land |
| Final Presentation | Solving Complex Problems |
Second, the class will make a final, one-two hour, oral presentation of its solution in early December. This presentation will be open to the entire MIT community. In addition, a panel of experts will be invited to attend the presentation and to critique them in an open forum. Because it would be logistically difficult for everyone to speak during the presentation, the staff recommends that each team elect one member to join a presentation committee that will choreograph the final presentation. The committee member should not bear sole responsibility for the work involved in developing the presentation! |
Presentation | Collaborative, Small Group Learning | Energy | SDG 7 - Affordable & Clean Energy |
| Final Paper (Course Version 6.9041) | Ethics for Engineers: Artificial Intelligence |
The student is expected to turn in a 20–25 page paper by the last class, in which the ethical and technical issues of a problem are analyzed. |
Paper | Other | Ethics | SDG 16 - Peace, Justice & Strong Institutions |
| Final Paper (Course Version 20.005) | Ethics for Engineers: Artificial Intelligence |
The student is expected to turn in a 10–15 page paper by the last class, in which the ethical and technical issues of a problem are analyzed. This project is a chance for you to explore in greater depth a subject in biological engineering of particular interest to you that has ethical implications. We are open to any subject that relates to bioengineering and ethics, but some possible general topics include exploring the ethics of Crispr/Cas-9, cloning, stem cell research, human testing, GMOs, or human-animal hybrids. |
Paper | Other | Ethics | SDG 16 - Peace, Justice & Strong Institutions |
| Final paper | Good Food: Ethics and Politics of Food |
Option A: Option A: Expansion of paper 2. Based on feedback on paper 2, you will develop your argument in paper 3 (2500 words (10 pages)). Option B: Option B: New paper. You will write on a topic that you pose. Please use the same topic proposal form that was distributed for paper 2. 1250 words (5 pages). |
Paper | Other | Ethics | SDG 10 - Reduced Inequalities |
| Final Paper | Science Activism: Gender, Race, and Power |
The final paper must be between 4000 and 5000 words and should either address in greater depth one of the case studies explored in class or develop a different case defined by an activist, movement, or event involving science activism after 1945 anywhere around the world. |
Paper | Other | Activism | SDG 16 - Peace, Justice & Strong Institutions |